Search

The study surveyed local education agencies in Minnesota concerning staff development needs for personnel serving handicapped children. Questionnaires were developed for direct service providers as well as for program administrators. Data provided information on characteristics of direct service personnel (including position type, licensing, and level of primary responsibility) and on their inservice training needs. Primary needs identified were design and implementation of educational programs, techniques of behavior management, and evaluation of student performance. Consistency was noted across groups and across regions in the state. Ratings are presented for teachers of the educable and trainable mentally retarded, learning disabled, emotionally disturbed, visually handicapped, hearing handicapped, physically disabled, speech impaired; regular class teachers; social workers; school psychologists; vocational education teachers; and related service personnel. Analysis of questionnaires completed by 271 administrators presented information on inservice needs according to position and region. Among those items rated highly by the total group were designing staff development programs, evaluating instructional programs, and supervising and evaluating special education personnel. Recommendations were made for renewed efforts at statewide cooperation and coordination among training institutions and for developing training based on regional needs. (CL) disabled, speech impaired; regular class teachers; social workers; school psychologists; vocational education teachers; and related service personnel.

Project THISTLE (Thinking Skills in Teaching and Learning) is designed to improve the basic skills of college bound urban students by working with their teachers in an integrated process of curriculum and staff development. The project's emphasis is on preparation of classroom teachers to strengthen creative, logical, and critical thinking abilities of their students, helping them to develop the interest, willingness, and ability to engage in intellectually active, constructive, and reflective encounters with ideas within the content areas. The project design involves participating teachers in three "phases" of staff/curriculum development over a period of three years or more. The three overlapping but sequential phases are: (1) graduate course work in curriculum development and basic skills instruction; (2) classroom implementation of individually prepared curriculum plans; and (3) extension activities depending upon individual personal and professional needs, strengths, and preferences. Project THISTLE was initially conceived by Montclair State College (New Jersey) faculty and planned as a cooperative higher education/local education agency venture involving the college and the Newark (New Jersey) public schools. At present, more than 100 teachers from 10 high schools and 3 elementary schools are actively engaged in Project THISTLE. (JMK)

This document reports on an exhaustive study into the large-scale treatment of drug abuse in New Jersey. Seeking to assess the impact of these programs, the state provided money to cover the cost of this comprehensive, year-long survey of both methadone maintenance and drug-free treatment projects. The findings generally supported the New Jersey State Law Enforcement Planning Agency's funding policies and commitments toward drug treatment, but the study also contained some revelations. It challenged some traditional views about treatment and suggested that certain program changes could result in more effective treatment. Of major significance was the general conclusion that drug program effectiveness could be measured; also that both major methods of treatment were helping to reduce crime while helping addicts and ex-addicts to lead lives without crime. Neither method was found to be more effective than the other. The study is viewed as a valuable framework for the implementation of improvements in the operation and analysis of nationwide drug treatment programs. (Author/PC)

The first section of this document contains a report on research conducted to develop a model to evaluate the attitudinal and behavioral goals of K-12 environmental education. The goals of environmental education are specified, the desired skill outcomes are listed, examples of evaluative techniques are given, and an evaluation of a 2-week unit on the environment taught to junior high school students is described. The second section of this document covers a project aimed at developing a model curriculum for environmental education. Criteria and assumptions are specified; then details of a conceptual model are provided. (DT)

The proposal describes the history of the Upper Mississippi River ECO-Center Environmental Education Project (funded by Title III, Elementary and Secondary Education Act), Carroll County, Illinois. The goal of the project, which began in July 1972, is to implement and coordinate a comprehensive environmental education program for the county's students and citizens. The pilot group for the first year included the 5th grade students and teachers in the county's 7 school districts. Ten activities were designed to integrate environmental education into existing instructional programs, including program planning in conjunction with the Department of Education, Northern Illinois University; developing a series of in-service training sessions for classroom teachers; identification and development of area resources for student field trips; and developing a local outdoor education site. Evaluation tests, developed by the staff, indicated that pupils had statistically increased their environmental awareness. The proposal is divided into Information and Project Description; Effectiveness/Success, Cost Information (deleted), and Exportability. The Appendix includes a project description, the program as planned and carried out, activities, and the national validation report. Much of the information is given in tabular or proposal form. (KM)

The Upper Cumberland Reading Project, funded under Title III of the Elementary and Secondary Education Act, served 13 rural Tennessee counties located approximately equidistant from three major cities: Nashville, Chattanooga, and Knoxville. The project's instructional approach was built around the basal text because of its use in all of the region's school systems. No special equipment, such as reading machines, was used. Only common audiovisual items found in most schools, such as overhead projectors and tape recorders, were employed to any degree. The goal of the project, to diffuse better teaching practices in reading throughout the region, was operationalized through eight specific project objectives. Five of the objectives were closed objectives, stated in performance terms; the remaining three were open objectives calling for the completion of specific activities. Not only did the project meet its objectives, but in many cases it enabled students to achieve a much higher level of performance than stipulated by the project objectives. The project demonstrated that effective steps can be taken to teach elementary children of the Upper Cumberland Region to read on an adequate level. (WR)

This study grew out of an objective of the Upper Cumberland Reading Project, funded under Title III of the Elementary and Secondary Education Act and serving 13 Appalachian counties of Tennessee. The objectives called for development of a diagnostic test especially suited to the needs of rural mountain children to be used by teachers as an aid to grouping pupils for reading instruction. The lexical cloze technique was applied to selection judged representative of the language and experiences of children in grades 1 through 12. Pupils participating in a longitudinal evaluation of the effectiveness of other Title III teaching techniques at two demonstration schools were administered Language Experience Approach (LEA) cloze tests in March 1973, and again in March 1974. Raw scores on the locally-made instrument were compared with those of the same pupils on reading related subtests of the Stanford Achievement Test, given in 1973. It was concluded that the LEA instrument had potential as a quickly administered, easily scored test of comprehension--based on the pupils' own idioms and experiences--for use by teachers in forming instructional groups. (WR)

The document consists of 1973-74 interim reports reflecting staff development activities for adult educators in New Jersey, New York, Puerto Rico, and the Virgin Islands. The New Jersey report describes the Competency-Based Certification Project for Adult Educators; the Language-Culture Institute, Rutgers University; and the English as a Second Language (ESL) Volunteer Training Project, Glassboro State College. The New York report emphasizes the development of training resources. The report from Puerto Rico offers the results of a needs assessment survey and a detailed description and analysis of the establishment of a program for the professional development of adult educators at the State University. The Virgin Island's interim report consists of a feasibility study to determine the potential for training adult education teachers through video-tape recording equipment via a mobile van. The appendix includes: (1) the New Jersey Competency-Based Certification Project for Adult Education offering progress reports and taxonomies for adult basic education, English as a Second Language, adult counseling, and high school equivalency; and (2) an 11-page bibliography of cultural components in language education. (MW)

This report, designed for State education agencies (SEAs), concentrates on recommended SEA activities that support local school district efforts in year-round education and on criteria for State legislation to facilitate year-round education. It suggests a strong SEA role in the provision of research and management information, financial support, facilities, liasion services between school district and other agencies, and technical assistance. The report identifies four levels of local district activity: interest, feasibility study, pre-implementation, and operation. The publication also examines benefits and liabilities of existing programs, and provides sources of further information on extended school year programs, including a list of contact persons in each SEA. (Author)

This program, included in "Effective Reading Programs...," serves 150 children in kindergarten through grade 9 who are reading below grade level and show measurable potential for improvement. The activities in which children engage depend on the diagnosis of their skill deficiencies. At each grade level, a reading specialist leads small groups of from six to ten children with similar reading problems. At the elementary level, children with severe word-recognition problems are given remedial word-learning activities. General reading and language problems, including younger students' deficiencies in language readiness, are treated with a language-experience approach. At the secondary level, groups are formed for children with mild and severe reading problems. All of these groups meet from two to five times a week under the direction of a reading specialist. Skills taught in these groups are reinforced by the regular classroom teacher. Children who need concentrated language readiness and beginning reading instruction are placed in an open-space second grade. In this setting, two classroom teachers and volunteer aides work with a reading specialist on an intense language readiness program. (WR/AIR)

Presented is the final report of a demonstration project in Child Advocacy operated in a rural area of a large suburban county. A discussion of the project's history focuses on such topics as the formation of an interagency task force for emotionally disturbed youth, funding possibilities, needs assessment, and the introduction of a local family service program. Use of the systems approach in the program is described and evaluated, and application of the approach towards development of programs for emotionally disturbed children, child care, and therapeutic services is detailed. Among major project accomplishments reported are the establishment of two early childhood programs (day care centers), two nonprofit citizen corporations (health services and child care), a ministerial association, and a proposal for a community resources center for children and adolescents. Summarized are the perceptions of target area residents and agency personnel regarding the external and internal accomplishments of the Child Advocacy project. Eight final recommendations are listed including the need for sharing of responsibilities among agencies and with parents. Appendixes include a child advocacy system flow model and a prospectus for a community resources center for children and youth. (LS)

Intended for the educator and recreator working with normal and exceptional children, the book provides an overview of perceptual motor terminology, development, and resources in addition to a state of the art paper. Presented are definitions of such terms as motor development, sensory motor development, and perceptual motor development. Developmental motor patterns are reviewed and activities used in the motor development programs of Prince George's County, Maryland, Special Education Department are listed. Described is the University of Maryland's Children's Health Developmental Clinic which incorporates parent education with individualized motor instruction for children with developmental problems. Among the reference materials and resource information provided are sample behaviors and activities to develop such skills as mature social interaction, personal fulfillment, and enhanced amusement; an annotated list of 178 references; and examples of on-going program approaches. In a concluding paper, J. Stein reviews relevant research, including findings about the specificity of learning, and their implications for the field. Appended is an annotated bibliography with approximately 50 references related to movement and learning. (CL)

The Industrial Arts Leadership Development Project was conducted to (1) provide inservice training for teachers to improve the quality of instruction and supervision; (2) provide inservice training for minorities and persons with limited English capability; and (3) provide leadership development for inservice teachers, service staff, and administrators. Thirty-five participants were selected through a combination of geographic, performance, and potential criteria. Following a needs assessment and pretest, participants attended eight seminars, including orientation, vocational education planning, funding skills, status of industrial arts, technology, concerns in industrial arts, special needs education, and interpersonal relationships. Following a posttest it was concluded that it would be advisable to develop a similar activity for industrial arts supervisors. In addition, it was concluded that the advisory council approach by the state's industrial arts teacher education institutions is of significant value and that a cooperative effort among the industrial arts profession, the colleges, and the state division of vocational education is essential to the success of personal development projects. It was also concluded that there are many needs in industrial arts which remain unaddressed. (Appendixes include the seminar content summaries, pretest and posttest instruments, needs assessment instrument, project evaluation instrument, project budget summary, and participant project evaluations). (LRA)